Objectives Students will understand that a function is a rule that assigns to each input exactly one output. Students will know slope, linear equation, linear function, y=mx+b Students will be able to argue that a function is a rule Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core Standards Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Rationale: Students will argue that a function is a rule in this assignment. Students will use examples to support their argument.
Assessments
Pre-Assessment: (Lesson 1 only) Survey about what students know about functions. Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes. Section II – timely feedback for products (self, peer, teacher) Self-Assessment will include the use of a checklist before turning in their podcast that includes arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement. Summative (Assessment of Learning): Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables.
Integration Technology: This lesson includes technology using garage band to record and create a podcast. Content Areas: English Students will use a persuasion map to organize their argument why function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is helpful. Using the think-pair-share method, students will individually brainstorm argument ideas, talk about them in pairs and then have pairs share their idea.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a persuasion map to organize their argument why function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is extremely helpful. Using the think-pair-share method, students will individually brainstorm argument ideas, talk about them in pairs and then have pairs share their ideas. Pairs will be formed based on the color cards they get when they walk through the door. There will be two cards for every color. If a problem arises, action will be taken on a case to case basis. Section II – Groups and Roles for Product Students will turn in their own product but they will be paired up to help each other through the process and critique each others work. They will be paired up so that there is one person who is familiar with Garage Band and one who isn't. Students will stand in a line from least experienced to most experienced and will split themselves in the middle and fold the line to choose pairs.
Differentiated Instruction
MI Strategies Verbal: Students will be required to write their podcast, or argument, as to why they believe a function is a rule and use examples to support their argument. Then they will have to verbally record this into a podcast. Logic: Students will demonstrate their logic ability when forming the persuasion map to organize their argument. Visual: Scenarios that include functions, input/output charts, graphs, and relationships will be provided to students visually. Musical: The student will have the option to write their podcast as song lyrics. They will have to read it like a poem though. Kinesthetic: The hook activity is kinesthetic because students are measuring their own foot length and then putting their sticky note answers onto the board so the students can visualize an example. Interpersonal: Students will be in pairs and then groups in the think-pair-share activity where they will be forming their argument and thinking of examples that show a function is a rule. Intrapersonal: Students will work individually when they are "flagging" their ideas, questions, and things to remember on sticky notes. They will also show this when they complete the self-assessment check list to make sure they include relevant input/output examples and relationships that functions express. Naturalist: This project allows for a lot of flexibility for the type of examples the student chooses. They could be examples that show environmental planning, death toll of deer throughout 10 winters in Maine, tree population and growth output, etc.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students who are absent during this lesson should refer to the class wiki for notes, guidelines and expectations, and the rubric you will be scored by. Please come see me or email me with any questions you may have. If you know ahead of time that you will be absent during the time period of this project, I expect that you will complete the work before you are absent or will turn it in when you return.
Extensions
Type II technology: This lesson includes technology using garage band to record and create a podcast. This is type II technology because Garage Band records the podcast and allows the student to cut and paste and delete parts. They then upload this into iTunes so it's an Mp3 file that can be emailed, burned on a CD, and saved on zip drives. Gifted Students: Students can use examples that are non-linear and explain the difference between linear and non-linear. For example, x^2+2 and abs(x). Materials, Resources and Technology Laptop (Garage Band, iTunes) Rubrics Graphic Organizer Sticky Notes Pre-Assessment Survey Self-Assessment Checklist Tape Measurement Updated Class Wiki Textbook Show Size Measurement Table
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement: The desks will be set up in rows but each row will contain pairs of desks together. Students will sit in pairs throughout the lesson but students can turn their desks around so there are two sets of pairs sitting together. Agenda: Day one (80 minutes):
SmartBoard presentation that includes an organized notes handout (30 minutes)
Closing questions and concerns and agenda for next class (5 minutes)
Day two (80 minutes)
Class presentation on functions and having students come up to the SmartBoard to solve problems (Flag it is used here) (30 minutes)
Students will work on graphic organizers and think-pair-share method (30 minutes)
Introduce Garage Band and students will discover the program (20 minutes)
Homework: Students will watch Youtube tutorials on how to use Garage Band and how to create a podcast. Day three (80 minutes)
Project guidelines and expectations. Q&A session. (30 minutes)
Students will begin working on the project and consulting with their peers as needed (50 minutes)
Homework: Finalize project and email the teacher with any questions you may have. Be ready to share next class.
Students will understand that a function is a rule that assigns to each input exactly one output. Given an input a function gives an output which creates a relationship. Statisticians use functions to analyze populations, profits, etc. and you can use them the same way. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. At the start of the lesson the teacher will give a prerequisite survey to see what students know about functions. The students will turn this in for review and feedback and teacher will use them to dictate how the lessons unfold. After, there will be a table on the board where x represents foot length and y represents show size. Students will measure their foot using a ruler or tape measure and figure out their shoe size based on this calculation. They will write these two variables on a sticky note and stick it to the table on the board. This will show an input/output table and show the relationship of our class foot size and shoe size. We will discus about what this information reveals about functions. Where, Why, What, Hook, Tailors: Logical, Kinesthetic, Verbal, Interpersonal
Students will know slope, linear equation, linear function, y=mx+b (see content notes). Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes during the class presentation. After this, students will use the think-pair-share method to individually brainstorm argument ideas, talk about them in pairs and then have pairs share their ideas. Students will use their color coded partner to work on this. The teacher will be walking around the room answering questions related to content and check for understanding. Students will use a persuasion map to organize their argument why a function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is extremely helpful. Students will use equations and real-life examples as examples. The graphic organizer will help create a sequence of events for their persuasion. Students can consult their peers while working on the graphic organizer persuasion map and can refer to the presentation notes on the class wiki for examples. The teacher will be available for questions and will respond to emails when class is out and students are finishing it for homework. Equip,Explore, Rethink, Tailor: Verbal, Interpersonal, Intrapersonal, Logic
Students will be able to argue that a function is a rule. The teacher expects the students to create a podcast arguing that a function is a rule and it will be done in a persuasive format. After the presentation is complete and students have completed their graphic organizers and done cooperative learning exercise the teacher will introduce Garage Band. Students won't know the product they are expected to produce but they will play around with Garage Band for homework. I will post a youtube tutorial and Apple.com written tips to navigate Garage Band. They will also watch the tutorial on how to use Garage Band to create a podcast. Students will be sitting in their new sets of pairs based on their level of Garage Band knowledge. Students will stand in a line from least experienced to most experienced and will split themselves in the middle and fold the line to choose pairs. The hope is that there will be one person who is familiar with Garage Band and one who isn't and some pairs that have equal moderate knowledge of the technology. Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables. Students will receive a checklist of all the expectations they need to include in this project. Students will need to include an introduction, at least five examples, and a conclusion. There is no time limit; they just need to include these three parts. The teacher will be walking around the room seeing students progress by how many ideas they have crossed of the checklist. Students will be expected to record their podcast outside of the classroom so that the recording will sound clear, however, the editing will be included in during class time. When their checklist is complete the student will receive the rubric they will be scored by. If their checklist is completed then they should meet proficient standards for all categories on the rubric. The rubric will allow them to see what they can do to exceed the standards and go beyond what's expected from them. Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, and Naturalist
Student’s will receive and check list before starting their project. They will self-asses themselves using this checklist to make sure all the necessary parts are included in their assignment. This will include arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement. Their only homework assignment is to watch videos to prepare themselves for using the required technology. The next lesson is about expressing functions algebraically and graphically so practicing functions and understanding why they work the way they do is important for this next lesson. Future assessment will include solving and analyzing linear functions and creating input and output charts. By understanding how functions are set up and why they work students will have better success in future assessments. They will also be introduced to using technology for summative assessments instead of taking tests. Evaluate, Tailors: Verbal, intrapersonal, logic
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: This lessons expectations are clearly posted on the class wiki and they will be given orally in class. Students will be given rubrics to know how they will be scored. It will include sequential learning and students will be able to view YouTube tutorials on how to create their product. Microscope: There will be a lot of discussions during cooperative learning opportunities and checking for understanding. Students will be sitting in pairs throughout the lesson so they have someone to collaborate with. Students will be able to discover learning in finding their own examples to use for their project. Puppy: Students will always be with a peer during this activity to encourage a supportive atmosphere. Sometimes they're arranged in small groups. In one pairing exercise they are paired based on their skill level of the program so there will be supportive groups. The teacher will constantly be walking around the classroom to ensure safety and facilitate learning. She will answer any questions that arise and keep the learning environment comfortable. Beach Ball:Students get to choose the examples they use in their podcast and have freedom to choose how they want to approach it. They have the option to write song lyrics and read it like a poem. Manipulates are provided by the use of sticky notes and measuring body parts, providing hands-on experiences. Rationale: This lesson meets the standard because the teacher discusses previous knowledge and assesses in order to successfully introduce new information to the students. Students will be engaged throughout this lesson because of the freedom they're given and the technology used.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Pre-assessment: Survey about what students know about functions. Formative: Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes. Self-Assessment using checklist before turning in their podcast that includes arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement. Summative: Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables. Rationale: The pre-assessment will show the teacher where her students are with the content knowledge and guide in making decisions for the direction the unit will take. Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the students progress. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know slope, linear equation, linear function, y=mx+b
CCSS: Grade Level: 8 Domain: Functions Cluster: Define, Evaluate, and Compare Functions Standards: 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Facet: Perspective
Rational: Students will argue that a function is a rule in this assignment. Students will use examples to support their argument.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will be required to write their podcast, or argument, as to why they believe a function is a rule and use examples to support their argument. Then they will have to verbally record this into a podcast. Logic: Students will demonstrate their logic ability when forming the persuasion map to organize their argument. Visual: Scenarios that include functions, input/output charts, graphs, and relationships will be provided to students visually. Musical: The student will have the option to write their podcast as song lyrics. They will have to read it like a poem though. Kinesthetic: The hook activity is kinesthetic because students are measuring their own foot length and then putting their sticky note answers onto the board so the students can visualize an example. Interpersonal: Students will be in pairs and then groups in the think-pair-share activity where they will be forming their argument and thinking of examples that show a function is a rule. Intrapersonal: Students will work individually when they are "flagging" their ideas, questions, and things to remember on sticky notes. They will also show this when they complete the self-assessment check list to make sure they include relevant input/output examples and relationships that functions express. Naturalist: This project allows for a lot of flexibility for the type of examples the student chooses. They could be examples that show environmental planning, death toll of deer throughout 10 winters in Maine, tree population and growth output, etc.
Rational: This lesson incorporates all eight intelligences. This ensures that every students is engaged and can be interested in the content we're learning. The hope is that by understanding the differences in learning styles all students will find what works for them and help their peers when they're having trouble. Capitalizing on their differences will better serve them when collaborating with peers to complete this project.
Type II Technology: Students will create a podcast arguing a function is a rule.
NETS STANDARDS FOR TEACHERS 1.Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will use a persuasion map to create their argument as to why a function is a rule. They have to convince their audience in the most appropriate sequence possible. They can use and create their own examples. Students can use computer resources and games to practice such problems or use them in their argument. They will have to communicate with their peers in an open environment in the classroom as well as through technology if it's outside of class. They will also have access to the teacher through email when not in class.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rational: This lesson allows students to learn about how they can use Garage Band and other ways they can use it to create music or record their own songs. Students will each do their own project, however, they will be able to collaborate with their peers. Students will self-assess their projects using a checklist to make sure they have all the necessary aspects included and will refer to the rubric to see how they may exceed the standards. This project incorporates all eight intelligences and learning styles like the clipboards, beach balls, etc. Students will listen to each others Podcasts when they're finished. Pre-assessment, formative and summative assessments will be used to see student progress, give feedback to parents and students, and for the teacher to use for learning and planning decisions.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Ashley Godbout Lesson #: 1 Facet: Perspective
Grade Level: 8th Numbers of Days: 2-3
Topic: Functions
PART I:
Objectives
Students will understand that a function is a rule that assigns to each input exactly one output.
Students will know slope, linear equation, linear function, y=mx+b
Students will be able to argue that a function is a rule
Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core Standards
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards:
1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Rationale: Students will argue that a function is a rule in this assignment. Students will use examples to support their argument.
Assessments
Pre-Assessment: (Lesson 1 only)
Survey about what students know about functions.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes.
Section II – timely feedback for products (self, peer, teacher)
Self-Assessment will include the use of a checklist before turning in their podcast that includes arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement.
Summative (Assessment of Learning):
Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables.
Integration
Technology:
This lesson includes technology using garage band to record and create a podcast.
Content Areas: English
Students will use a persuasion map to organize their argument why function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is helpful. Using the think-pair-share method, students will individually brainstorm argument ideas, talk about them in pairs and then have pairs share their idea.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a persuasion map to organize their argument why function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is extremely helpful. Using the think-pair-share method, students will individually brainstorm argument ideas, talk about them in pairs and then have pairs share their ideas. Pairs will be formed based on the color cards they get when they walk through the door. There will be two cards for every color. If a problem arises, action will be taken on a case to case basis.
Section II – Groups and Roles for Product
Students will turn in their own product but they will be paired up to help each other through the process and critique each others work. They will be paired up so that there is one person who is familiar with Garage Band and one who isn't. Students will stand in a line from least experienced to most experienced and will split themselves in the middle and fold the line to choose pairs.
Differentiated Instruction
MI Strategies
Verbal: Students will be required to write their podcast, or argument, as to why they believe a function is a rule and use examples to support their argument. Then they will have to verbally record this into a podcast.
Logic: Students will demonstrate their logic ability when forming the persuasion map to organize their argument.
Visual: Scenarios that include functions, input/output charts, graphs, and relationships will be provided to students visually.
Musical: The student will have the option to write their podcast as song lyrics. They will have to read it like a poem though.
Kinesthetic: The hook activity is kinesthetic because students are measuring their own foot length and then putting their sticky note answers onto the board so the students can visualize an example.
Interpersonal: Students will be in pairs and then groups in the think-pair-share activity where they will be forming their argument and thinking of examples that show a function is a rule.
Intrapersonal: Students will work individually when they are "flagging" their ideas, questions, and things to remember on sticky notes. They will also show this when they complete the self-assessment check list to make sure they include relevant input/output examples and relationships that functions express.
Naturalist: This project allows for a lot of flexibility for the type of examples the student chooses. They could be examples that show environmental planning, death toll of deer throughout 10 winters in Maine, tree population and growth output, etc.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students who are absent during this lesson should refer to the class wiki for notes, guidelines and expectations, and the rubric you will be scored by. Please come see me or email me with any questions you may have. If you know ahead of time that you will be absent during the time period of this project, I expect that you will complete the work before you are absent or will turn it in when you return.
Extensions
Type II technology:
This lesson includes technology using garage band to record and create a podcast. This is type II technology because Garage Band records the podcast and allows the student to cut and paste and delete parts. They then upload this into iTunes so it's an Mp3 file that can be emailed, burned on a CD, and saved on zip drives.
Gifted Students:
Students can use examples that are non-linear and explain the difference between linear and non-linear. For example, x^2+2 and abs(x).
Materials, Resources and Technology
Laptop (Garage Band, iTunes)
Rubrics
Graphic Organizer
Sticky Notes
Pre-Assessment Survey
Self-Assessment Checklist
Tape Measurement
Updated Class Wiki
Textbook
Show Size Measurement Table
Source for Lesson Plan and Research
List all URL and describe.
Class Wiki:
wikispaces.com
Garage Band Podcast Tutorial:
http://www.youtube.com/watch?v=RimJ6BfQaTE
Graphic Organizer:
http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
Persuasive Podcast Instruction:
http://www.readwritethink.org/classroom-resources/lesson-plans/creating-persuasive-podcast-1173.html?tab=4
Cooperative Learning:
Think-Pair-Share
Function Rule Practice:
http://www.studyzone.org/mtestprep/math8/g/7functionrulep.cfm
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Room Arrangement:
The desks will be set up in rows but each row will contain pairs of desks together. Students will sit in pairs throughout the lesson but students can turn their desks around so there are two sets of pairs sitting together.
Agenda:
Day one (80 minutes):
- Beginning of Unit (40 minutes)
◦ Attendance Expectations and Syllabus Review (10 minutes)◦ Pre-Assessment (20 minutes)
◦ Introduction to Lesson 1 (Rubric Review) (10 minutes)
- Hook (5 minutes)
- SmartBoard presentation that includes an organized notes handout (30 minutes)
- Closing questions and concerns and agenda for next class (5 minutes)
Day two (80 minutes)- Class presentation on functions and having students come up to the SmartBoard to solve problems (Flag it is used here) (30 minutes)
- Students will work on graphic organizers and think-pair-share method (30 minutes)
- Introduce Garage Band and students will discover the program (20 minutes)
Homework: Students will watch Youtube tutorials on how to use Garage Band and how to create a podcast.Day three (80 minutes)
- Project guidelines and expectations. Q&A session. (30 minutes)
- Students will begin working on the project and consulting with their peers as needed (50 minutes)
Homework: Finalize project and email the teacher with any questions you may have. Be ready to share next class.Students will understand that a function is a rule that assigns to each input exactly one output. Given an input a function gives an output which creates a relationship. Statisticians use functions to analyze populations, profits, etc. and you can use them the same way. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. At the start of the lesson the teacher will give a prerequisite survey to see what students know about functions. The students will turn this in for review and feedback and teacher will use them to dictate how the lessons unfold. After, there will be a table on the board where x represents foot length and y represents show size. Students will measure their foot using a ruler or tape measure and figure out their shoe size based on this calculation. They will write these two variables on a sticky note and stick it to the table on the board. This will show an input/output table and show the relationship of our class foot size and shoe size. We will discus about what this information reveals about functions.
Where, Why, What, Hook, Tailors: Logical, Kinesthetic, Verbal, Interpersonal
Students will know slope, linear equation, linear function, y=mx+b (see content notes). Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes during the class presentation. After this, students will use the think-pair-share method to individually brainstorm argument ideas, talk about them in pairs and then have pairs share their ideas. Students will use their color coded partner to work on this. The teacher will be walking around the room answering questions related to content and check for understanding. Students will use a persuasion map to organize their argument why a function is a rule. The goal of the podcast is to persuade audience that a function is a rule so this graphic organizer is extremely helpful. Students will use equations and real-life examples as examples. The graphic organizer will help create a sequence of events for their persuasion. Students can consult their peers while working on the graphic organizer persuasion map and can refer to the presentation notes on the class wiki for examples. The teacher will be available for questions and will respond to emails when class is out and students are finishing it for homework.
Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Intrapersonal, Logic
Students will be able to argue that a function is a rule. The teacher expects the students to create a podcast arguing that a function is a rule and it will be done in a persuasive format. After the presentation is complete and students have completed their graphic organizers and done cooperative learning exercise the teacher will introduce Garage Band. Students won't know the product they are expected to produce but they will play around with Garage Band for homework. I will post a youtube tutorial and Apple.com written tips to navigate Garage Band. They will also watch the tutorial on how to use Garage Band to create a podcast. Students will be sitting in their new sets of pairs based on their level of Garage Band knowledge. Students will stand in a line from least experienced to most experienced and will split themselves in the middle and fold the line to choose pairs. The hope is that there will be one person who is familiar with Garage Band and one who isn't and some pairs that have equal moderate knowledge of the technology. Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables. Students will receive a checklist of all the expectations they need to include in this project. Students will need to include an introduction, at least five examples, and a conclusion. There is no time limit; they just need to include these three parts. The teacher will be walking around the room seeing students progress by how many ideas they have crossed of the checklist. Students will be expected to record their podcast outside of the classroom so that the recording will sound clear, however, the editing will be included in during class time. When their checklist is complete the student will receive the rubric they will be scored by. If their checklist is completed then they should meet proficient standards for all categories on the rubric. The rubric will allow them to see what they can do to exceed the standards and go beyond what's expected from them.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, and Naturalist
Student’s will receive and check list before starting their project. They will self-asses themselves using this checklist to make sure all the necessary parts are included in their assignment. This will include arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement. Their only homework assignment is to watch videos to prepare themselves for using the required technology. The next lesson is about expressing functions algebraically and graphically so practicing functions and understanding why they work the way they do is important for this next lesson. Future assessment will include solving and analyzing linear functions and creating input and output charts. By understanding how functions are set up and why they work students will have better success in future assessments. They will also be introduced to using technology for summative assessments instead of taking tests.
Evaluate, Tailors: Verbal, intrapersonal, logic
Content Notes
Students will know…
Functions as a rule.pdf
- DetailsDownload72 KB
AttachedHandouts
Rubrics
Graphic Organizer
Pre-Assessment Survey
Self-Assessment Checklist
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: This lessons expectations are clearly posted on the class wiki and they will be given orally in class. Students will be given rubrics to know how they will be scored. It will include sequential learning and students will be able to view YouTube tutorials on how to create their product.
Microscope: There will be a lot of discussions during cooperative learning opportunities and checking for understanding. Students will be sitting in pairs throughout the lesson so they have someone to collaborate with. Students will be able to discover learning in finding their own examples to use for their project.
Puppy: Students will always be with a peer during this activity to encourage a supportive atmosphere. Sometimes they're arranged in small groups. In one pairing exercise they are paired based on their skill level of the program so there will be supportive groups. The teacher will constantly be walking around the classroom to ensure safety and facilitate learning. She will answer any questions that arise and keep the learning environment comfortable.
Beach Ball:Students get to choose the examples they use in their podcast and have freedom to choose how they want to approach it. They have the option to write song lyrics and read it like a poem. Manipulates are provided by the use of sticky notes and measuring body parts, providing hands-on experiences.
Rationale: This lesson meets the standard because the teacher discusses previous knowledge and assesses in order to successfully introduce new information to the students. Students will be engaged throughout this lesson because of the freedom they're given and the technology used.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-assessment: Survey about what students know about functions.
Formative: Students will use the flag it method to write their ideas, questions and important information to remember by "flagging" it on sticky notes. Self-Assessment using checklist before turning in their podcast that includes arguments and multiple examples as to why a function is a rule. The teacher will use a rubric to score podcast based on relevant arguments and examples explaining input/output and relationships that functions produce. It will also score structural organization and enthusiasm used in the podcast and there will be a length requirement.
Summative: Podcast (50 points): Students will use Garage Band to create a podcast that persuades their audience that a function is a rule. They will use examples to argue their point. They can include real-life applications and equations but will mostly be explaining input and output relationships and relating one and two variables.
Rationale: The pre-assessment will show the teacher where her students are with the content knowledge and guide in making decisions for the direction the unit will take. Formative assessments will be used multiple times to engage students in their growth and give the teacher feedback on the students progress. The summative assessment will show the teacher which students have developed mastery and what areas they still need to develop further.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know slope, linear equation, linear function, y=mx+b
CCSS:
Grade Level: 8
Domain: Functions
Cluster: Define, Evaluate, and Compare Functions
Standards:
1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
3. Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Facet: Perspective
Rational: Students will argue that a function is a rule in this assignment. Students will use examples to support their argument.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will be required to write their podcast, or argument, as to why they believe a function is a rule and use examples to support their argument. Then they will have to verbally record this into a podcast.
Logic: Students will demonstrate their logic ability when forming the persuasion map to organize their argument.
Visual: Scenarios that include functions, input/output charts, graphs, and relationships will be provided to students visually.
Musical: The student will have the option to write their podcast as song lyrics. They will have to read it like a poem though.
Kinesthetic: The hook activity is kinesthetic because students are measuring their own foot length and then putting their sticky note answers onto the board so the students can visualize an example.
Interpersonal: Students will be in pairs and then groups in the think-pair-share activity where they will be forming their argument and thinking of examples that show a function is a rule.
Intrapersonal: Students will work individually when they are "flagging" their ideas, questions, and things to remember on sticky notes. They will also show this when they complete the self-assessment check list to make sure they include relevant input/output examples and relationships that functions express.
Naturalist: This project allows for a lot of flexibility for the type of examples the student chooses. They could be examples that show environmental planning, death toll of deer throughout 10 winters in Maine, tree population and growth output, etc.
Rational: This lesson incorporates all eight intelligences. This ensures that every students is engaged and can be interested in the content we're learning. The hope is that by understanding the differences in learning styles all students will find what works for them and help their peers when they're having trouble. Capitalizing on their differences will better serve them when collaborating with peers to complete this project.
Type II Technology: Students will create a podcast arguing a function is a rule.
NETS STANDARDS FOR TEACHERS
1.Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will use a persuasion map to create their argument as to why a function is a rule. They have to convince their audience in the most appropriate sequence possible. They can use and create their own examples. Students can use computer resources and games to practice such problems or use them in their argument. They will have to communicate with their peers in an open environment in the classroom as well as through technology if it's outside of class. They will also have access to the teacher through email when not in class.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rational: This lesson allows students to learn about how they can use Garage Band and other ways they can use it to create music or record their own songs. Students will each do their own project, however, they will be able to collaborate with their peers. Students will self-assess their projects using a checklist to make sure they have all the necessary aspects included and will refer to the rubric to see how they may exceed the standards. This project incorporates all eight intelligences and learning styles like the clipboards, beach balls, etc. Students will listen to each others Podcasts when they're finished. Pre-assessment, formative and summative assessments will be used to see student progress, give feedback to parents and students, and for the teacher to use for learning and planning decisions.